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English 1020-078: Research and Argumentation
Spring 2014
ENGLISH 1020-078
1020003
Research and Argumentative Writing
Tuesdays and Thursdays 8:00am – 9:25am in Peck Hall 319
Spring 2014
Course and Contact Info:
Instructor: Ms Sarah Gray-Panesi
Office: Peck Hall 105
Email: sbg2j@mtmail.mtsu.edu
Phone: 615-904-8262 ext. 1163
Office Hours: Wednesday 8am to 10am in PH 105
and 10am to 12pm in PH 310 or by appointment.
Required Texts
Ÿ Graff, Gerald and Cathy Birkenstein. They
Aristotle Rhetoric Definition. Digital Image. Google Images. Web. 6 Jan 2014.
Loosely defined, rhetoric is the art of
persuasive communication. Today,
many have come to associate rhetoric
with politics and political “double
talk”; however, in reality, we
encounter and employ rhetoric each
and every day. If you have ever read a
magazine or watched television, surfed
the Internet or eaten at a restaurant,
then you have encountered rhetoric.
If you have ever convinced your
friends to see the movie you wish to
see or your parents not to ground you
for staying out late, you have
employed rhetoric. This course is
designed to provide you with the
critical framework necessary for
analyzing and understanding the many
forms of rhetoric we encounter every
day. This framework will enable you
to become critical consumers of the
flood of persuasive media—including
books, newspaper articles, television
programs, product reviews, social
networks, songs, and
advertisements—that compete for
your attention. In this course, you will
employ the rhetorical framework of
concepts you learn to the creation of
your own texts—essays, yes, but also
journal entries, blogs, and a variety of
other types of writing, both in and out
of class. Furthermore, you will
employ these concepts to analyze
written, visual, and audible “texts.”
You will learn how to critically read
source material to situate yourself and
your voice within the “conversation”
presented in the text. In short, this
course is designed to prepare you not
only for more advanced coursework
but also for your role as an informed
and knowledgeable citizen.
Say, I Say (With Readings). New York: WW
Norton, 2010. Print. 978-0-393-93174-7
Ÿ Howard, Rebecca Moore and Amy Rupiper
Taggart. Research Matters at MTSU. New York:
McGraw Hill, 2010. Print. 978-0-07-768602-4
I recommend you keep this text for the duration of
your studies at MTSU.
Ÿ Any texts assigned in class, email, or through D2L.
Ÿ Recommended Text: Lunsford, Andrea. Easy
Writer, 4th ed. New York: Bedford/St. Martins,
2010. Print. (I won’t make assignments that require
this text, but I expect you to have access to a
grammar handbook.) Multiple copies are available
from the Reference Desk in the Library, and in the
University Writing Center.
Ÿ E-Book versions suffice. Bring your books, or
e-reader with you to class each day.
Other Required Materials
Ÿ Access to the Internet, D2L, Pipeline MT, and
your Student Email Account.
Ÿ An alternate means of saving your work and
proper equipment for turning work in on time.
Explanations such as “the computer didn’t save my
essay” or “the Internet was down” will not excuse
late work.
Ÿ A spiral notebook or composition book.
Additional Course Objectives Not Discussed Above
Ÿ Students will understand their responsibilities as writers—to cite
accurately the work of other writers, to provide their audience with reliable
information, and to do their topic justice by conducting thorough research
and considering multiple points of view.
ŸStudents will gain confidence in their ability to generate a plan for
conducting research and for writing across the curriculum.
ŸStudents will understand academic writing as governed by the
conventions of specific discourse communities.
ŸStudents will understand the distinction between revising and editing.
Ÿ Students will learn to take their writing seriously, approaching writing
tasks as opportunities to increase their knowledge about a topic and to
improve and expand their communication skills.
ŸStudents will improve their ability to write clear and compelling thesis
statements.
ŸStudents will develop the skill of constructive critique, focusing on higher
order concerns during peer workshops.
ŸStudents will know how to use their handbook as a guide and a reference
tool.
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English 1020-078: Research and Argumentation
Spring 2014
Evaluation and Grade Distribution
Course Grade Distribution:
To pass this course and earn three
credits, you must earn an overall average
of C- or above. I will not use the grade
“D” in grading assignments, since anyone
receiving an overall grade of “D” or
below for the course will not pass the
class. The only exception is for first time
1020 students: you may receive an “N”
(non-failing or not graded) instead of an
“F” for the final grade IF you have met
all of the course requirements (including
attendance) and completed all
assignments. The “N” grade does not
affect your GPA; however, if received,
you will have to retake English 1020.
A: 100-90 / B+: 89-88 / B: 87-82 / B-:
81-80 / C+: 79-78 / C: 77-72 / C-: 71-70
/ 69 and below: F
A Note on Grades: Your final grade will
be determined by dividing the total
number of points you’ve received by
1000. Thus, if you accumulate 863
points, your final grade will be 86%, and
you will receive a B.
Corporate Baby. Digital Image. Google Images. Web. 6
Jan 2014.
Grade Breakdown:
Ÿ Final Exam
Ÿ Blog Posts/Journal Entries
Ÿ Annotations
Ÿ Peer Collaboration Workshops
Ÿ Summary/Response Paper
Ÿ Response/Argument
Ÿ Casebook/Presentation
Ÿ Researched Argumentative Essay
50
100
100
100
125
150
175
200
“Rhetoric is power: the power to see
the means of persuasion available in
any situation”
~Carol Lea Clark
Praxis: A Brief Rhetoric 2nd ed. Southlake,
TX: Fountainhead, 2012. Print.
Assignments
Ÿ Blog Posts/Journal Entries: We will begin each class period
with a writing exercise to be completed either in your journal or
via your blog, which we will set up on either the first or second
day of class. When evaluating these exercises, my main question
will be “to what extent does this post reveal engaged thinking
about the topic?” You will not be able to make up any entries
missed if you are late or absent.
Ÿ Annotations: Since critical reading forms the foundation of
good communication, we will practice annotating texts in this
class, both individually and in groups. At least four times
throughout the semester, I will collect your annotations for
grading. Like your blog posts and journal entries, I will be
grading on the extent to which your annotations reveal engaged
thinking about the topic, rather than whether you annotated
“correctly.”
Arctic Not For Sale. Digital Image. Google Images. Web. 6 Jan 2014.
“Whether it’s trying to convince others that something
is more true, more virtuous, or more desirable—all
communication is rhetoric in action.”
~Leonard Koren
Arranging Things: A Rhetoric of Object Placement. Berkley: Stone
Bridge, 2003. Print.
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ŸPeer Collaboration Workshops: We will have peer
collaboration workshops a few days before you turn in final drafts
of each major project. If you come to class without a complete
draft of your essay on workshop days or without a willingness to
offer beneficial, constructive criticism to your peers, you will not
receive points for that workshop. By participating in this
course’s community, you agree to share your writing with
the class in the form of reading free writes, peer
collaborations, writers workshops, and presentations.
English 1020-078: Research and Argumentation
Spring 2014
Digital Rhetoric. Graphic. Google Images. Web. 6 Jan 2014.
Assignments, Continued
Class Policies
Ÿ Summary/Response Essay: Our first paper will allow you to
stretch your rhetorical legs through identification and analysis of
another writer’s argument and blending that analysis with your
own ideas to form your own unique argument. This essay is not
concerned with locating and evaluating sources other than the
primary text to which you’re responding.
Ÿ Project Guidelines: With each of the four writing projects, I
will distribute an assignment sheet that details my expectations
and the project’s parameters. The assignment sheet will also
specify the word count requirements and due dates for drafts and
final versions. You will have rough drafts of your projects read
and commented on by me, as well as evaluated by your peers in
peer collaboration sessions BEFORE you turn in a final revised
draft for a grade. My comments will discuss global strengths and
opportunities of your paper—such as content and organization.
The final draft of any project should evidence significant
revision from the first draft.
Ÿ Response/Argument: For this essay, you will again
summarize and respond to a writer’s argument; however, you will
be taking the opposite stance. If you agreed with the writer in the
first assignment, you will disagree here. This assignment
emphasizes the importance of considering arguments and ideas
from all angles even if you believe you’ve established your own
point of view. In addition, you will be researching and
incorporating secondary sources in this project.
Ÿ Casebook/Presentation: An extended version of an
annotated bibliography, the third assignment will allow you to
collect the information you will use in your final project. Like an
annotated bibliography, you will collect at least three to five
different sources and provide a summary and evaluation of the
sources. However, unlike most annotated bibliographies, your
casebook will also have an introduction, conclusion, and
headnotes for each source. Furthermore, you will present your
Casebook to the class in the form of a short oral research
proposal.
Ÿ Researched Argumentative Essay: For your fourth project,
you will leverage all of the rhetorical strategies you’ve learned this
semester. Using the research from your Casebook, you will make
an argument about some aspect of the Food Industry, Popular
Culture, or The American Dream. You can write from any
disciplinary perspective—psychology, economics, business,
science, advertising, health and nutrition, media, art and culture,
etc.. In any case, you must use at least two sources from your
Casebook to support your argument for or against whatever issue
you choose to examine.
Ÿ Final Exam: Your final “exam” will consist of a multimodal
presentation of your findings from your Researched
Argumentative Essay. Report presentations are very common in
the workaday world, and this final assignment will give you the
opportunity to practice the skills needed to be present your
findings effectively.
All final projects and rough drafts will be turned in electronically
via the D2L Dropbox. Each project will be submitted to
Turnitin.com to generate an “origination report,” (please see the
University’s policy on academic integrity on the following pages
for more information). Complete guidelines on what must be
included with each project will be provided on each of your
assignment sheets.
I will not discuss your essay grades within the first 24 hours after
you get them back. This is to allow you time to read all of my
comments and reflect on them in order to craft informed
questions that my comments do not already answer.
Ÿ Late Work Policy: All assignments must be turned in on time.
Please submit all assignments to the appropriate Dropbox in D2L
by 11:59pm the day they are due. I will deduct one letter grade
for each day (day, not class period) the paper is late. I will not
accept major projects that are more than three days late. “My
computer crashed” or other such excuses are not viable. A threefold approach is recommended for ensuring you do not lose your
work: save work to a flash drive, email it to yourself, and save it
to the University’s S-Drive or other online dropbox system such
as Dropbox or Google Drive. When working in University
computer labs, DO NOT save to the desktop and DO NOT wait
until you are finished to save your document. Save your work to
a flash drive or other portable device periodically (every 5 minutes
or so) and then email it to yourself and/or save it to an online
server to ensure you do not lose your work. In-class writings,
Continued . . .
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English 1020-078: Research and Argumentation
Spring 2014
(Continued)
blog posts, outside research, and informal
writing will not be accepted late and
cannot be made up. Failure to
complete all components of the four
major projects will result in a failing
grade for the course.
Ÿ Extensions: There is one exception to
the late work policy: you can turn ONE
project in up to one class period late with
no penalty. If you fail to turn this project
in by 11:59pm the night before the next
class period, I will deduct one letter grade
for each additional day (day, not class
period) it is late. You may not request
an extension for the Researched
Argumentative Essay.
Ÿ Attendance Policy: Attendance in this
course is crucial; therefore, you are
expected to be in class, on time, every
day. I will take attendance each day at
the beginning of class. Please be on
time—more than 15 minutes late, and
you’re counted tardy. More than 30
minutes late, and you’re counted as
absent. Three instances of tardiness or
leaving class early will equal one absence.
If you arrive late, it is your responsibility
to ensure your attendance is updated.
Your first four absences are excused;
however, each subsequent absence will
result in a 10% drop in your final grade.
If you accrue 6 absences, you will be
ineligible for the grade of “N.” 7 or
more absences may result in a failing
grade. With the exception of University
sanctioned activities or military service, I
do not distinguish between excused and
unexcused absences. If you know you
will need to miss class for either of the
above activities, it is your responsibility to
inform me PRIOR to your absence via
official documentation. If you anticipate
missing more than the equivalent of two
weeks of class, you should consider either
taking this class online or when your life
circumstances allow you to attend
regularly.
Ÿ Electronic Device Policy: Cell
Phones should be placed on silent or
vibrate. You may keep your cell phone
on your desk in order to receive texts
from the University’s emergency system;
however, if you are found texting or
otherwise engaging with your cell phone
without permission in class, you may be
asked to leave. Repeated instances of the
behavior may be reported to the Office
of Academic Affairs. If you are
experiencing an emergency that requires
you to accept a call while in class, please
let me know ahead of time, otherwise, if
you must take a call, please leave the
room before answering the phone.
Laptops may be used for note-taking
and other class-related activity only. If I
discover that you are engaging with social
networks or any activity that is not classrelated via your laptop in class, you may
be asked to leave. Repeated instances of
this behavior may also be reported to
Academic Affairs.
I do not allow audio recordings of our
class except in special circumstances (i.e.
written permission from DSS)—some of
the issues and writing we will talk about
are of a sensitive or personal nature and
deserve a modicum of privacy.
Ÿ Academic Alerts: The University’s
Academic Alert system will be used to
provide each student with his/her
midterm grade. If your midterm grade
indicates that you are at risk of failing this
course, your advisor will also be notified
via this system so that you may set up a
meeting to discuss your options.
Additionally, if your attendance or
project grades at any point during the
semester indicate that you may not pass
this class, I will send an alert both to you
and your advisor.
Ÿ Email Etiquette: Check your
MTSU Email EVERY DAY. For a
writer (or any communicator), audience
awareness is extremely important. Any
email, if structured and written
inappropriately, can have a negative
impact on you. All emails should contain
a subject that expresses the message’s
purpose (i.e. Subject: Question About
English 1020). Also, you should include
a salutation (Good morning, Prof. X,)
and close with a signature (Best, Jean
Grey). These guidelines should be used
for all of your communications with
professors, employers, and other such
authority figures.
Continued . . .
4
Additional
Resources
The Writing Center
The Writing Center is located in
the James E. Walker Library,
room 362, and on the web at
www.mtsu.edu/uwc for
students to receive one-on-one
assistance with their writing.
Conferences are available by
appointment (904-8237) or for
walk-ins (when available); don’t
wait until the last minute to seek
their help! Online assistance is
also available. For hours, please
visit the website.
The Digital Media
Studio
The Digital Media Studio is
located in the James E. Walker
Library, on the second floor.
The DMS provides
knowledgeable staff who offer
direction to appropriate
resources and training on the
various software applications
installed on its high-end PCs
and Macs. They offer the latest
digital tools and unique facilities
to enable the exploration of rich
digital media for learning,
collaboration, and creative
expression. The DMS is open
whenever the Library is open.
For additional information
about hardware, software, and
services available in the DMS,
please visit the website at
library.mtsu.edu/digitalmediastu
dio/index.php.
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English 1020-078: Research and Argumentation
Spring 2014
(Continued)
Ÿ In-Class Conduct: Any successful
learning experience requires mutual
respect on behalf of the student and the
instructor. The instructor, as well as
fellow students, should not be subjected
to any student's behavior that is in any
way disruptive, rude, or challenging to
the instructor's authority in the
classroom. Nor should a student feel
intimidated or demeaned by his/her
instructor. According to university policy,
the instructor is responsible for
maintaining a productive learning
environment. For a full list of prohibited
behaviors please refer to the Student
Code of Conduct handbook.
Ÿ How to contact me outside of class:
If you need to discuss any issues
pertaining to our class with me, please
visit me during my office hours or
contact me by email. If you contact me
by email, please be advised that I only
read and respond to student email a few
times during the day—do not expect
emails sent at 2 a.m. to be answered until
the next day! During the weekends, I
check my e-mail less frequently. When
emailing me, please remember to include
your first and last name and course
number (1020) in the subject line. Emails
without this information will probably
not receive a reply. Contacting me
through email rather than phone is
preferable, unless you are calling during
my office hours. I am often available for
an appointment if you cannot make it to
my office hours; however, if you need to
cancel, please do so at least an hour
before your appointment. I have an
open-door policy; I am here to help you,
so don’t be afraid to ask any question
regarding our class.
Ÿ Class Cancelations and/or
Inclement Weather / Emergency
Procedures: In case of class cancelation
for any reason, an email will be sent to
your MTSU email account. To
determine if classes are cancelled due to
inclement weather, students should listen
to area radio and television stations;
access the News and Public Affairs
home page at www.mtsu.edu/~proffice
(or click on “Events and News” from the
MTSU home page at www.mtsu.edu); or
call the news line at 904-8215. Also,
please check your email before coming to
class on days with extreme weather.
Ÿ Reasonable Accommodations for
Students with Disabilities: ADA
accommodation requests (temporary or
permanent) are determined only by
Disabled Student Services. Students are
responsible for contacting the Disabled
Student Services Office at 615-898-2783
to obtain ADA accommodations and for
providing the instructor with the
Accommodation Letter from Disabled
Student Services.
ŸAcademic Integrity: Learning to use
source material responsibly will be a focus
of this class. In your compositions and
presentations, you must give credit for
text, ideas, and images that did not
originate with you. Your handbook
distinguishes between unintentional and
intentional plagiarism. Unintentional
plagiarism, or misuse of sources, is a
“teaching moment”; intentional
plagiarism—such as downloading a paper,
having someone else write your essay, or
cutting and pasting with no
acknowledgement of the source—is a
form of academic misconduct. You may
receive a zero for a plagiarized paper;
furthermore, turning in a paper containing
plagiarism may cause you to fail the
course.
I am required to report all instances of
academic misconduct to Academic
Affairs. See the MTSU student handbook
for an explanation as well as the possible
consequences of engaging in academic
misconduct. In this class, sanctions range
from a mandatory rewrite for partial
credit to an F in the course. Academic
Affairs may impose additional sanctions
such as probation or suspension. To
avoid such penalties, always do your own
work and ask for help when you are using
source material. You can get help in class,
during my office hours, at the University
Writing Center, from a librarian, or online
at Purdue’s OWL.
Government Shutdown. Digital Image. Google Images. Web. 6 Jan 2014.
Ÿ Scholarships and Student Loans:
You are responsible for knowing and
adhering to the terms and conditions of
whatever means of financial support you
benefit from. In no instance can your
instructor be held responsible for any
neglect of your duties. This applies in
particular to the Hope scholarships that
are lottery funded.
Do you have a lottery scholarship? To
retain Tennessee Education Lottery
Scholarship eligibility, you must earn a
cumulative TELS GPA of 2.75 after 24
and 48 attempted hours and a cumulative
TELS GPA of 3.0 thereafter. You may
qualify with a 2.75 cumulative GPA after
72 attempted hours (and subsequent
semesters), if you are enrolled full-time
and maintain a semester GPA of at least
3.0. A grade of C, D, F, FA, or I in this
class may negatively impact TELS
eligibility. Dropping or stopping
attendance in a class after 14 days may
also impact eligibility; if you withdraw
from or stop attending this class and it
results in an enrollment status of less than
full time, you may lose eligibility for your
lottery scholarship. Lottery recipients are
eligible to receive the scholarship for a
maximum of five years from the date of
initial enrollment, or until reaching 120
TELS attempted hours or earning a
bachelor degree. For additional Lottery
rules, please refer to your Lottery
Statement of Understanding form
http://mtsu.edu/financialaid/forms/Lott
ery%20Statement%20of%20Understandin
g%202013-14.pdf or contact the Financial
Aid Office at 898-2830.
Week
Date
Class Activity
Have Read
Writing to
Learn (WTL)
Learning to Write
(LTW)
Unit One: Writing Rhetorically
1
1/16
1/20
2
1/21
1/23
3
1/28
1/29
Introduce
Yourself in 10
Words
Class Introduction
Martin Luther King Holiday – No
Classes
Reading for the Conversation, Entering
Conversations, and Supporting your
Claims
Intro to Summary/Response Project
In Class Reading: Project One
Model “Thinking Outside the Idiot
Box” TSIS pp. 231-35
and RM pp 58-59
The Art of Summary, Response, and
Record Keeping: Drafting Your
Projects
In-Class Reading and Annotation:
“Don’t Blame the Eater” TSIS pp15356 and RM Chapter 10 pp. 113-126
Developing a Sense of Purpose and
Context for Your Research
In-Class Reading and Annotation:
“The Decline and Fall of Declinism”
TSIS pp. 404-9
Last Day to Drop w/o a Grade
TSIS: “Introduction” pp. 1-14
and Chapter 12 “Reading for the
Conversation” pp. 138-148
TSIS: Chapter 2 “Her Point Is”
pp. 28-38 and Chapter 4
“Yes/No/Okay But” pp. 51-63
RM Chapter 13 “Writing and
Refining Your Thesis”
pp. 150-56
TSIS: “A Fire in the Basement”
pp. 394-403
RM: Chapter 4 “Developing a
Sense of Purpose and Context for
Your Research” pp. 37-45
How Do You
Write?;
Summarize and
Respond to
Model Essay
Peter Elbow’s
“Believing
Game”;
Thesis
Statement
Exercise
First Draft
Freewrite
First Draft of
Summary/Response
Due to Dropbox by
11:59pm
Week
4
Date
Class Activity
Have Read
1/30
Rhetoric and Critical Thinking
In-Class Reading and Annotation:
President Obama’s Remarks on the
Government Shutdown
TSIS: “Progressive Wal-Mart.
Really” pp. 356-59
RM Chapter 2 “Reading Your
Sources” pp. 9-22
2/4
Peer Collaboration Workshop
2/6
The Rhetorical Argument Checklist
In-Class Reading and Annotation:
Music Video TBD
TSIS: “What You Eat is Your
Business” pp. 157-161
Writing to
Learn (WTL)
History of the
Word
“Rhetoric”;
Rhetorical
Triangle
Peer
Collaboration
Concerns
Due Date
Dilemmas;
Checklist
Activity
Learning to Write
(LTW)
First Annotation Due
in Class
Bring three copies of
your draft to class
Summary/Response
Due to Dropbox by
11:59pm
Unit Two: Revising Rhetorically
5
6
2/11
Organizing Your Project
Intro to Response/Argument Project
In Class Reading: Project Two
Model “Inequality and the American
Dream” TSIS pp. 316-21
RM Chapter 3 “Exploring and
Sharpening Your Topic” pp. 2336 and Section 00 pp. 001-018
2/13
Owning Your Research
Planting a Naysayer
In-Class Reading and Annotation:
“Being Fat is OK” TSIS pp. 206-9
RM Chapter 1 “Owning Your
Research” pp. 1-22
TSIS Chapter 6 “Skeptics May
Object” pp. 74-87
2/18
The Arts of Metacommentary and
Quoting: Citing Expertly
In-Class Reading and Annotation:
“What’s the Matter with Kids Today?”
TSIS pp. 236-40
TSIS Chapter 3 “As He Himself
Puts It” pp. 39-48 and Chapter 10
“In Other Words” pp. 123-132
If I Knew Then
What I Know
Now;
Summarize and
Respond to
Model Essay
Who’s Your
Naysayer?;
Plant a
Naysayer in
Another’s Text
First Draft
Freewrite
First Draft of
Response/Argument
Due to Dropbox by
11:59pm
Week
7
Date
Class Activity
Have Read
2/20
Revising, Editing, and Proofreading
In Class Reading and Annotation: TBD
RM Chapter 18 “Revising,
Editing, and Proofreading” pp.
203-15
2/25
Peer Collaboration Workshop
2/27
8
3/4
3/6
9
3/11
3/13
In-Class Reading and Annotation:
“The Truth About Wages” TSIS pp.
312-15
Unit Three: Researching
Rhetorically
Writing to
Learn (WTL)
How Do You
Describe the
Difference
Between
Revision,
Editing, and
Proofreading?
Peer
Collaboration
Concerns
TSIS “Confronting Inequality”
pp. 182-99
Due Date
Dilemmas
Everyday Research
Intro to Casebook/Presentation
In-Class Reading: Project Three
Model to be Distributed in Class and
RM pp. 148-9 and 168-70
RM Chapter 5 “Writing a
Research Proposal” pp. 46-57 and
Chapter 12 “Writing an
Annotated Bibliography” pp. 13947
Project
Planning and
Planning Spring
Break;
Summarize and
Respond to
Assignment
Sheet
Library Instruction – Meet in
Library 272
Spring Break – No Class
Spring Break – No Class
RM Chapter 6 “Gathering
Information” pp. 60-75
Learning to Write
(LTW)
Second Annotation
Due in Class
Bring three copies of
your draft to class
Response/Argument
Due to Dropbox by
11:59pm
Week
10
11
Class Activity
Have Read
Writing to
Learn (WTL)
Learning to Write
(LTW)
3/18
Citation Workshop: Using Research
Matters as a Citation Handbook
RM Chapter 11 “Citing Your
Sources and Avoiding Plagiarism”
pp. 127-138 and Chapter 9
“Evaluating Information” pp.
100-112
First Draft
Freewrite;
Class
Temperature
First Draft of
Casebook Due to
Dropbox by 11:59pm
3/20
Evaluating Online Source Material:
Why Shouldn’t I Cite Wikipedia?
In-Class Reading and Annotation:
Selected Online Source Material
RM Chapter 7 “Meeting the
Challenges of Online Research”
pp. 76-87
Research
Reservations
Third Annotation Due
in Class
Date
3/25
Peer Collaboration
3/27
Research Proposal Presentations
3/28
12
Peer
Collaboration
Concerns
Due Date
Dilemmas
Last Day to Drop with a Grade of
“W”
Unit Four: Inventing Rhetorically
4/1
Remaining Research Proposal
Presentations and Intro to Researched
Argumentative Essay
4/3
Drafting Your Project and Saying Why
It Matters
In-Class Reading and Annotation:
Final Project Model “Fat as a
Feminist Issue” TSIS pp. 200-5
Critical
Response to
Assignment
Sheet
TSIS Chapter 7 “So What? Who
Cares?” pp. 88-98
RM Chapter 15 “Drafting Your
Project” pp. 170-81
End-ofSemester-itis;
Ensuring a
Strong Finish
Bring 3 copies of your
draft to class
Casebook Due to
Dropbox by 11:59pm
Week
13
Date
4/8
4/10
14
15
16
Class Activity
Finding Your Voice in Academic
Writing
In-Class Reading and Annotation:
“The I.M.s of Romeo and Juliet” TSIS
pp. 282-3 and RM pp. 234-5
Preparing for Presentations
Creating Continuity in Your Writing
Research and Writing in the Disciplines
In Class Writing and Annotation:
Selected Advertisements
Have Read
Writing to
Learn (WTL)
TSIS Chapter 9 “Ain’t So/Is
Not” pp. 115-22 and “Your
Trusted Friends” pp. 182-99
Dress it
Down/Dress it
Up
RM Chapter 19 “Designing and
Presenting Your Project
TSIS Chapter 8 “As a Result” pp.
101-114
Presentation
Anxiety . . . or
not.
Writing in Your
Discipline
4/15
Leveraging “Hidden Intellectualism”
In-Class Reading and Annotation:
“Reality Television: Oxymoron” TSIS
pp. 293-96
TSIS “Hidden Intellectualism”
pp. 297-304
First Draft
Freewrite
4/17
More Ways of Reading Rhetorically
Close Reading of “Daily” Texts
In Class Reading and Annotation:
Selected Ads, Songs, Short Videos
TSIS “Me Against the Media:
From the Trenches of a Media Lit
Class” pp. 284-92
Rhetorical
Encounters
4/22
Contextualization as Emphasis
In Class Reading and Annotation:
TBD
4/24
Peer Collaboration
4/29
Class Wrap-up
In Class Reading and Annotation:
Selected Ads, Songs, Short Videos
TSIS “The World is Flat” pp.
421-41
Critical
Response to
“The World is
Flat”
Peer
Collaboration
Concerns
Due Date
Dillemmas
Learning to Write
(LTW)
First Draft of
Researched
Argumentative Essay
Due to Dropbox by
11:59pm
Fourth Annotation
Due In Class
Bring three copies of
your draft to class
Week
Date
Class Activity
4/30
Last Day of Normal Classes
5/1
Study Day – No Class
5/6
Final Exam: Multimodal
Presentations
Have Read
Writing to
Learn (WTL)
Learning to Write
(LTW)
Researched
Argumentative Essay
Due to Dropbox by
11:59pm
8am to 10am